Part+2+-+Gathering+Information

Topic: Gathering Information
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 * The teacher works with students to determine organizing strategies, and types and locations of sources in order to plan for searches. **

Common Core Standards

 * W4:** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * W7:** Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
 * W8:** Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
 * W9:** Draw evidence from literary or informational texts to support analysis, reflection, and research


 * R1:** Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
 * R2:** Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
 * R4:** Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
 * R6:** Assess how point of view or purpose shapes the content and style of a text.
 * R10:** Read and comprehend complex literary and informational texts independently and proficiently

Suggested Student Objectives
introduce and explain key research proficiencies that students will use with various degrees of independence when searching for sources. While the skills of finding, assessing, and annotating sources are introduced here, support and instruction on their development should continue as students progress through their research. The activities use common texts and student-found material to model searching for and assessing sources as well as a method for annotating texts and making notes. Instruction on these critical proficiencies should be integrated and sustained. A cyclical approach of introductory discussion, modeling, independent practice, and group reflection on experience, taking place over several days, is suggested. Discussion is key for students to process new information and ideas and learn successful practices from their peers.
 * Activities 1-3: **

Resource Links
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Activities
**Activity #1**: **Planning for Searches** - The teacher works with students to determine organizing strategies, and types and locations of sources in order to plan for searches. Discuss three aspects of planning for searches: selecting inquiry questions, determining where to look for sources and choosing key words or phrases for online searches.

Introduce students to a few guidelines for planning inquiry question-based searches:


 * Focus searches on specific inquiry questions.
 * Move from general inquiry questions to specific.
 * Move from ones more easily answered to more complex questions.
 * Group questions around themes. These thematic groups of inquiry questions can be referred to as Inquiry Paths. Later in the process when student have more information and understanding about their area of investigation, they will return to this idea and spend more time building Inquiry Paths. At this stage, it is enough to introduce the concept the of grouping questions thematically.
 * Emphasize that the plan is not static, but can evolve as knowledge and understanding of the area deepens.
 * Activity #2: Assessing Sources - ** The teacher explains and models how to assess sources to determine their credibility and relevance to Inquiry Questions.
 * Activity #3: ** **Making and Recording Notes** - The teacher explains how to annotate sources and record key information, personal impressions and ideas for further exploration of the area of investigation.

The first step to recording important information about a source is annotating a printed version of the source with pencil, highlighter or markers, or an electronic version of the source using electronic highlighting and commenting tools.

The annotation process includes:
 * marking key information, words, and concepts
 * recording initial impressions,
 * identifying areas for possible further exploration,
 * making connections to other sources,
 * coding details to the Inquiry Paths of the Research Frame.

Students reflect on their research strategy based on their findings and build a Research Frame that will guide their further investigation. Introduce the concept of Inquiry Paths. An Inquiry Path is a broad problem or question that defines a crucial aspect of the area of investigation that is necessary to
 * Activity #4: ** ** Building An Initial Research Frame ** -

explore for developing an evidence- based perspective.

searches for potential sources annotating, making, and recording notes. Students conduct the actual research, reproducing the 3 steps outlined in activities 1-3. They can use the Student Research Plan to guide them in the sequence of steps to follow and the supporting materials to use (tools and handouts).
 * Activity #5: Conducting Searches Independently -** Students use their Inquiry Questions and Paths to conduct strategic

Assessments
// (See Resource Links) //
 * Research Frame
 * Potential Sources Tool
 * Annotated Common Texts
 * Annotated Sources
 * Taking Notes Tool